Students review the rise of slavery in the American colonies. They work in small groups to focus on a primary source—a first-person narrative or a photograph—in order to learn about life as a slave, and they reflect on the value of primary sources as a tool for learning history.
Students read an introduction explaining how slavery expanded in the American colonies and how enslaved people were excluded from liberty, freedom, and justice. They review a map slideshow about the development of slavery and complete a drag-and-drop activity matching specific colonies to milestones in the legalization and spread of slavery.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students consider why slavery was concentrated in the Southern Colonies by answering a poll about the role of cash crops and labor needs. They read about the plantation-based economy and view an image of enslaved people working in fields. Students then read Slave Life on the Farm and in the Town to learn about the different types of work enslaved people performed and contribute to a word cloud listing various slave jobs. They prepare to work in small groups for the remainder of the experience.
Teacher MovesHighlight that enslaved people held many roles, including fieldworkers, drivers, domestic servants, artisans, and laborers doing odd jobs. Use student word cloud responses to reinforce the range of work enslaved people performed and then organize students into small groups before unlocking the next scene.
Working in small groups, students select and examine one primary source about the life of a slave, choosing from slave narratives in Enslavement, images in Images of African-American Slavery and Freedom, or narratives and photographs in Africans in America. They discuss what their chosen source reveals about enslaved life in colonial America. Students also read about The Fugitive Slave Act of 1793 and discuss its effects on early America and on enslaved people. A group note taker posts a link or image of the selected source to a shared wall with a brief description and explanation of what it teaches about slave life. Students then read other groups’ posts and respond to at least two with questions or positive comments.
Teacher MovesDecide whether groups will choose their own primary sources or work with sources you preselect to ensure a balanced set of perspectives. Monitor group discussions as students analyze their chosen documents and images, and prompt them to connect details from the sources to broader understandings of enslaved life and the impact of the Fugitive Slave Act. Encourage students to engage thoughtfully with one another’s wall posts before moving on.
In small groups, students discuss the value of primary sources for learning history, considering how such sources contribute to knowledge about events or periods and whether they are always accurate. After the discussion, each student individually posts a written conclusion to a shared wall explaining their own view of the strengths and limitations of primary sources.
Teacher MovesReinforce that primary sources vary in reliability and purpose, noting that some (such as court records) may provide strong factual evidence, while others may reflect bias or hidden agendas. Use these ideas to guide students as they craft their individual conclusions about the role of primary sources in understanding history.
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